Research has shown that social and emotional competence can be integrated using various classroom-based approaches. The integration of SEL into the ESL writing classroom will be an innovative way to teach pupils creative writing and enhance their writing skills. As a framework, SEL contextualizes the individual being within his or her social setting, which includes critical operating systems for academic and professional success, such as self-awareness, self-management, social awareness, social management, and responsible decision-making. Nonetheless, most of the studies on SEL done in Malaysia are focused on work performance and cultural adjustment for adults. Thus, this paper aims to explore the integration of SEL into the ESL classroom to improve creative writing. This approach aspires to develop a fuller understanding of SEL in promoting creative writing among the Year 6 pupils. It emphasises the need for social and emotional competency to adhere to the demands of 21st century learning skills. The participants of this study will be from a private school in Cyberjaya, Selangor. There will be 25 Year 6 pupils with intermediate proficiency involved in this study. The researchers will apply qualitative analysis to explore the benefits and limitations of SEL in the ESL classroom to improve creative writing skills. A questionnaire, a semi-structured interview, and observation notes will be used as data collection tools to confirm the qualitative findings. This study is hoped to be beneficial to ESL teachers and educators as it could be an innovative approach to assist them in teaching creative writing. It is suggested that future research should include the perceptions of English language teachers and educators from all levels of education as well.
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In-Text Citation: (Huda et al., 2022)
To Cite this Article: Huda, A. I. N., Mohamad, M., & Abd Rahman, M. J. (2022). Integrating Social and Emotional Learning (SEL) in the ESL Classroom to Improve Creative Writing among Year 6 Pupils. International Journal of Academic Research in Business and Social Sciences. 12(5), 47-55.
Copyright: © 2022 The Author(s)
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